Publications

My publications are divided into five topics.  Since some topics overlap, some publications are listed under more than one topic.

Means:  The Paradigm Change Process

1.

Ends:  Instructional Theory for the

New Paradigm

2.

Ends:  Educational Technology for the

New Paradigm

3.

Ends:  Organizational Structures for the

New Paradigm

4.

Miscellaneous

5.

2. Instructional Theory for the New Paradigm

Instructional theory identifies what instruction should be like, so it is an important part of a vision of the learner-centered paradigm.  In this section, I chronologically present my work on instructional theory, though some publications below also deal with the other aspects of a vision and thus are repeated there.  Books are in bold.

Reigeluth, C.M., Bunderson, C.V., & Merrill, M.D. (1978).  The structure of subject-matter content and its instructional design implications.  Instructional Science, 7, 107-126.  PDF



 

 

Reigeluth, C.M., & Merrill, M.D. (1978).  A knowledge base for improving our methods of instruction.  Educational Psychologist, 13, 57-70.  PDF



Reigeluth, C.M., Bunderson, C.V., & Merrill, M.D. (1978).  What is the design science of instruction?  Journal of Instructional Development.  1 (2), 11-16.  PDF



Reigeluth, C.M., & Merrill, M.D. (March, 1979).  Classes of instructional variables.  Educational Technology, 19 (3), 5-24.  PDF



Merrill, M.D., Reigeluth, C.M., & Faust, G.W. (1979).  The Instructional Quality Profile: A curriculum evaluation and design tool.  In H.F. O'Neil, Jr. (Ed.), Procedures for Instructional Systems Development.  New York: Academic Press.  PDF

Reigeluth, C.M. (1979).  TICCIT to the future: Advances in instructional theory for CAI.  Journal of Computer-Based Instruction, 6 (2), 40-46.  PDF



Reigeluth, C.M. (1979).  In search of a better way to organize instruction: The Elaboration Theory.  Journal of Instructional Development, 2 (3), 8-15.  PDF



Reigeluth, C.M., & Sari, I.F. (1980).  From better tests to better texts: Instructional design models for writing better textbooks.  NSPI Journal, 19 (8), 4-9.  (Invited article).  PDF



Reigeluth, C.M., & Rodgers, C.A. (1980).  The Elaboration Theory of Instruction: Prescriptions for task analysis and design. NSPI Journal, 19 (1), 16-26.  (Invited article).  PDF



Reigeluth, C.M., Merrill, M.D., Wilson, B.G., & Spiller, R.T. (1980).  The Elaboration Theory of Instruction: A model for sequencing and synthesizing instruction.  Instructional Science, 9 (3), 195-219.  PDF



Reigeluth, C.M. (March, 1980).  The Instructional Quality Profile: Training teachers to teach effectively.  Educational Technology, 20 (3), 7-16.  PDF



Reigeluth, C.M., Van Patten, J., & Doughty, P. (1981).  Science approach to instructional development.  NSPI Journal, 20 (7), 19-22.  PDF



Reigeluth, C.M., & Darwazeh, A.N. (1982).  The elaboration theory's procedure for designing instruction: A conceptual approach.  Journal of Instructional Development, 5 (3), 22-32.  PDF



Reigeluth, C.M. (Ed.) (1983).  Instructional-Design Theories and Models: An Overview of their Current Status.  Hillsdale, N.J: Erlbaum Associates.

Reigeluth, C.M., & Stein, F.S.  (1983).  The elaboration theory of instruction (Chapter 10).  In C.M. Reigeluth (Ed.), Instructional-Design Theories and Models: An Overview of their Current Status.  Hillsdale, N.J: Erlbaum Associates.  PDF



Reigeluth, C.M. (1983).  Meaningfulness and instruction: Relating what is being learned to what a student knows. Instructional Science, 12 (3), 197-218.  PDF



Reigeluth, C.M. (Nov. 1984).  The evolution of instructional science: Toward a common knowledge base.  Educational Technology, 24 (11), 20-26.  PDF



Curtis, R.V., & Reigeluth, C.M. (1984).  The use of analogies in written text.  Instructional Science, 13 (2), 99-117.  PDF



Van Patten, J., Chao, C., & Reigeluth, C.M. (1986).  A review of strategies for sequencing and synthesizing instruction. Review of Educational Research, 56 (4), 437-471.  PDF



Frey, L., & Reigeluth, C.M. (1986).  Instructional models for tutoring: A review.  Journal of Instructional Development, 9 (1), 2-8.  PDF



Reigeluth, C.M., & Curtis, R.V. (1987).  Learning situations and instructional models.  In R.M. Gagné (Ed.), Instructional Technology: Foundations.  Hillsdale, N.J: Erlbaum Associates.  PDF



Reigeluth, C.M. (Ed.) (1987).  Instructional Theories in Action: Lessons Illustrating Selected Theories and Models.  Hillsdale, N.J: Erlbaum Associates.  Chapter 1, Introduction

Reigeluth, C.M. (1987).  Lesson blueprints based on the elaboration theory of instruction.  In C.M. Reigeluth (Ed.), Instructional Theories in Action: Lessons Illustrating Selected Theories and Models.  Hillsdale, N.J: Erlbaum Associates.  PDF



Petry, B., Mouton, H., & Reigeluth, C.M. (1987).  A lesson based on the Gagné-Briggs theory of instruction.  In C.M. Reigeluth (Ed.), Instructional Theories in Action: Lessons Illustrating Selected Theories and Models.  Hillsdale, N.J: Erlbaum Associates.  PDF



Reigeluth, C.M., & Schwartz, E. (1989).  An instructional theory for the design of computer-based simulations.  Journal of Computer-Based Instruction, 16 (1), 1-10.  PDF



Reigeluth, C.M. (1990).  Instructional strategies and tactics.  In T. Husén & T. Postlethwaite (Eds.), The International Encyclopedia of Education, Supplementary Volume Two.  Oxford, England: Pergamon Press.  PDF

Reigeluth, C.M.  (1991).  Reflections on the implications of constructivism for educational technology.  Educational Technology, 31 (9), 34-37.  PDF



Armstrong, R.B., & Reigeluth, C.M.  (1991).  The TIP theory: Prescriptions for designing instruction for teams. Performance Improvement Quarterly, 4 (3), 13-40.  PDF



Reigeluth, C.M.  (1992).  Elaborating the elaboration theory. Educational Technology Research & Development, 40 (3), 80-86.  PDF



Leshin, C.B., Pollock, J., and Reigeluth, C.M. (1992).  Instructional Design Strategies and Tactics.  Englewood Cliffs, NJ: Educational Technology Publications.

Chung, J., & Reigeluth, C.M.  (1992).  Instructional prescriptions for learner control.  Educational Technology, 32 (10), 14-20.  PDF



Beissner, K.L., & Reigeluth, C.M.  (1994).  A case study on course sequencing with multiple strands using the elaboration theory.  Performance Improvement Quarterly, 7 (2), 38-61.  PDF



Reigeluth, C.M.  (1994).  Instructional design theories.  In T. Husén & T.N. Postlethwaite (Eds.), International Encyclopedia of Education (2nd ed.), Elmsford, NY: Pergamon Press.  Also in E. de Corte & F. E. Weinert (Eds.), International Encyclopedia of Developmental and Instructional Psychology, Elmsford, NY: Pergamon Press.  PDF

English, R.E., & Reigeluth, C.M.  (1996).  Formative research on sequencing instruction with the elaboration theory. Educational Technology Research & Development, 44 (1), 23-42.  PDF



Reigeluth, C.M., & Squire, K.  (1998).  Emerging work on the new paradigm of instructional theories.  Educational Technology, 38 (4), 41-47.  PDF



Reigeluth, C.M. (Ed.)  (1999).  Instructional-Design Theories and Models, Volume II: A New Paradigm of Instructional Theory.  Mahwah, NJ: Lawrence Erlbaum Assoc.

Reigeluth, C.M., & Moore, J.A.  (1999).  Cognitive education and the cognitive domain (Chapter 3). In C.M. Reigeluth (Ed.), Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, Volume II.  Hillsdale, NJ: Lawrence Erlbaum Assoc.  PDF

Reigeluth, C.M.  (1999).  The elaboration theory: Guidance for scope and sequence decisions (Chapter 18). In C.M. Reigeluth (Ed.),Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, Volume II.  Hillsdale, NJ: Lawrence Erlbaum Assoc.  PDF



Martin, B.L., & Reigeluth, C.M.  (1999).  Affective education and the affective domain: Implications for instructional design theories and models (Chapter 20). In C.M. Reigeluth (Ed.), Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, Volume II.  Hillsdale, NJ: Lawrence Erlbaum Assoc.  PDF

Reigeluth, C.M.  (2003).  Knowledge building for use of the Internet in education.  Instructional Science, 31 (4), 341-346.  PDF

Reigeluth, C.M.  (2003).  New instructional theories and strategies for a knowledge-based society.  Educational Technology International, 5 (1), 63-75.  



Reigeluth, C.M.  (2003).  Elaboration Theory.  In A. Kovalchik & K. Dawson (Eds.), Education and Technology: An Encyclopedia.  Santa Barbara, CA: ABC-Clio.  PDF

Oswald, D., & Reigeluth, C.M.  (2003).  Instructional-Design Theory.  In J. Guthrie (Ed.), Encyclopedia of Education (2nd Ed.).  New York: Macmillan.  PDF

Molenda, M., Reigeluth, C.M., & Nelson, L.M.  (2003). Instructional Design.  In L. Nadel (Ed.), Encyclopedia of Cognitive Science. Vol. 2, pp. 574 - 578.  London: Nature Publishing Group.  PDF

Reigeluth, C.M., & Beatty, B.J.  (2004).  Instructional Systems Design.  In M. Mukhopadhyay (Ed.), Educational Technology: Knowledge Assessment. New Delhi: Shipra.  PDF

Reigeluth, C.M.  (2005).  New Instructional Theories and Strategies for a Knowledge-Based Society.  In J. Spector, C. Ohrazda, A. Van Schaack, & D. Wiley (Eds.), Innovations in Instructional Technology: Essays in Honor of M. David Merrill. Mahwah, NJ: Lawrence Erlbaum Associates.  PDF

Reigeluth, C.M.  (2007).  Order, first step to mastery: An introduction to sequencing in instructional design.  In F. Ritter, J. Nerb, E. Lehtinen, & T. O’Shea (Eds.), In Order to Learn: How the Sequence of Topics Influences Learning (pp. 19-40).  New York, NY: Oxford University Press.  PDF

An, Y.J., & Reigeluth, C.M.  (2008).  Problem-based learning in online environments.  Quarterly Review of Distance Education, 9 (1), 1-16.  PDF



Reigeluth, C.M., & Carr-Chellman, A. (Eds.)  (2009).  Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base.  New York: Routledge.  About the book

Reigeluth, C.M., & Carr-Chellman, A.  (2009).  Understanding instructional theory (Chapter 1).  In C. M. Reigeluth & A. Carr-Chellman (Eds.), Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base.  New York: Routledge.  PDF

 

Reigeluth, C.M., & Keller, J.B.  (2009).  Understanding instruction (Chapter 2).  In C. M. Reigeluth & A. Carr-Chellman (Eds.), Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base.  New York: Routledge.  PDF

Reigeluth, C.M., & Carr-Chellman, A.  (2009).  Situational principles of instruction (Chapter 4).  In C. M. Reigeluth & A. Carr-Chellman (Eds.), Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base.  New York: Routledge.  PDF

Reigeluth, C.M.  (2009).  Instructional theory for education in the Information Age (Chapter 18).  In C. M. Reigeluth & A. Carr-Chellman (Eds.), Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base.  New York: Routledge.  PDF

Reigeluth, C.M. (2011).  An instructional theory for the post-industrial age.  Educational Technology, 51 (5), 25-29.  PDF



An, Y.J., & Reigeluth, C.M.  (2011).  Creating technology-enhanced, learner centered classrooms: K-12 teacher beliefs, perceptions, barriers, and support needs.  Journal of Digital Learning in Teacher Education, 28 (2), 54-62.  PDF



Reigeluth, C.M.  (2012).  Instructional theory and technology for a post-industrial world.  In R.A. Reiser & J.V. Dempsey (Eds.), Trends and Issues in Instructional Design and Technology (3rd ed.), pp. 75-83.  Boston, MA: Pearson Education.  PDF

Reigeluth, C.M. (2012).  Teoría instruccional y tecnología para el nuevo paradigma de la educación. RED, Revista de Educación a Distancia. Número 32. 30 de septiembre de 2012. Consultado el (30/09/2012) en http://www.um.es/ead/red/32.  Also published in English as Reigeluth, C.M.  (2012).  Instructional theory and technology for the new paradigm of education.  RED, Revista de Educación a Distancia, 32. September 30, 2012. Retrieved on (30/09/2012) at http://www.um.es/ead/red/32.  PDF



Reigeluth, C.M., & Myers, R.D.  (2013).  Serious Game Design Report.  A report prepared for the U.S. Air Force Research Laboratory.  Submitted October 2013.  PDF

Simsek, A. (2013). Interview with Charles M. Reigeluth: Applying instructional design to educational reform. Contemporary Educational Technology, 4 (1), 81-86.  PDF

Huh, Y., Reigeluth, C.M., & Lee, D.  (2014).  Collective efficacy and its relationship with leadership in computer-mediated project-based group work. Contemporary Educational Technology, 5 (1), 1-21.  PDF

Aslan, S., Reigeluth, C.M., & Thomas, D.  (2014).  Transforming education with self-directed project-based learning: The Minnesota New Country School.  Educational Technology, 54 (3), 39-42.  PDF

Reigeluth, C.M., & Aslan, S.  (2014).  Elaboration theory: A theory to organize and sequence instructional content.  In J.M. Spector (Ed.), Encyclopedia of Educational Technology.  Sage Publications.  PDF

Aslan, S., & Reigeluth, C.M.  (2015).  Examining the challenges of learner-centered education.  Phi Delta Kappan, 97 (4), 63-68.  DOI 10.1177/0031721715619922  PDF

Lee, D., Huh, Y., & Reigeluth, C.M.  (2015).  Collaboration, intragroup conflict, and social skills in project-based learning.  Instructional Science, 43, 561-590.  DOI 10.1007/s11251-015-9348-7  http://rdcu.be/mE3M  PDF

Aslan, S., Reigeluth, C.M., & Mete, S.E.  (2016).  Transforming classrooms into learning studios: What does it take to make classrooms a living space?  Educational Technology, 56 (5), 35-41.  PDF

Jung, E., Kim, M., & Reigeluth, C.M.  (2016). Learning in action: How competent professionals learn.  Performance Improvement Quarterly, 28 (4), 55-69.  DOI 10.1002/piq.21209  PDF

Lin, C-Y., & Reigeluth, C.M.  (2016).  Scaffolding wiki‐supported collaborative learning for small‐group projects and whole‐class collaborative knowledge building. Journal of Computer Assisted Learning, 32 (6), 529-547.  DOI 10.1111/jcal.12140  PDF

Reigeluth, C.M. (2017).  The learner-centered paradigm of instruction.  In A. Carr-Chellman & G. Rowland (Eds.), Issues in technology, learning, and instructional design: Classic and contemporary debates.  New York, NY: Routledge.  PDF

 

Reigeluth, C.M., Beatty, B.J., & Myers, R. (Eds.), Instructional-design theories and models, Volume IV: The learner-centered paradigm of education.  New York: Routledge.  About the book

Reigeluth, C.M., Myers, R.D., & Lee, D. (2017).  The learner-centered paradigm of education (Chapter 1, pp. 5-32).  In C. Reigeluth, B. Beatty & R. Myers (Eds.), Instructional-design theories and models, Volume IV: The learner-centered paradigm of education.  New York: Routledge.  PDF

Huh, Y., & Reigeluth, C.M. (2017).  Designing instruction for self-regulated learning (Chapter 9, pp. 243-267).  In C. Reigeluth, B. Beatty & R. Myers (Eds.), Instructional-design theories and models, Volume IV: The learner-centered paradigm of education.  New York: Routledge.  PDF

Myers, R.D., & Reigeluth, C.M. (2017).  Designing games for learning (Chapter 8, pp. 205-242).  In C. Reigeluth, B. Beatty & R. Myers (Eds.), Instructional-design theories and models, Volume IV: The learner-centered paradigm of education.  New York: Routledge.  PDF

 

Huh, Y., & Reigeluth, C.M. (2017).  Online K-12 teachers’ perceptions and practices of supporting self-regulated learning.  Journal of Educational Computing Research, 55 (8), 1129-1153. DOI: 10.1177/0735633117699231  PDF

Huh, Y., & Reigeluth, C.M. (2017).  Self-regulated learning: The continuous-change conceptual framework and a vision of new paradigm, technology system, and pedagogical support.  Journal of Educational Technology Systems, 46 (2), 191-214.  DOI: 10.1177/0047239517710769  PDF

Reigeluth, C.M., & Kim, M. (2018).  Instructional theory.  In B. Frey (Ed.), The Sage encyclopedia of educational research, measurement, and evaluation (pp. 835-838). Thousand Oaks, CA: Sage Publications.  DOI: http://dx.doi.org/10.4135/9781506326139.n334  PDF

 

Lin, C.Y, & Reigeluth, C.M. (2019).  Scaffolding learner autonomy in a wiki-supported knowledge building community and its implications for mindset change.  British Journal of Educational Technology, 50 (5), 2667-2684.  DOI: 10.1111/bjet.12713  PDF

Aslan, S., & Reigeluth, C.M. (2019).  The Minnesota New Country School: Systemic change thinking in action. In M. Spector, B. Lockee & M. Childress (Eds.), Learning, design, and technology: An international compendium of theory, research, practice, and policy. New York, NY: Springer.  DOI: 10.1007/978-3-319-17727-4_102-1  PDF

Reigeluth, C.M., & Karnopp, J.R. (2020).  Vision and action: Two sides of the coin for systemic change in educational systems.  TechTrends, 64 (5), 769-778.  DOI: 10.1007/s11528-020-00528-x   About the book

Lee, D., Huh, Y., Lin, C-Y., Reigeluth, C.M., & Lee, E.  (2021).  Differences in personalized learning practice and technology use in high- and low-performing learner-centered schools in the United States.  Educational Technology Research and Development, 69, 1221–1245.   https://doi.org/10.1007/s11423-021-09937-y

Lin, C-Y., & Reigeluth, C.M. (2021).  Guidance for wiki-supported collaborative learning and community knowledge building for an entire class: Enhancing learning environments during the COVID19 pandemic.  Revista de Educación a Distancia, 21 (65).  DOI: 10.6018/red.447401 In English: https://revistas.um.es/red/article/view/447401/297821  

Reigeluth, C.M., & An, Y.  (2021).  Merging the Instructional Design Process with Learner-Centered Theory: The Holistic 4D Model.  New York, NY: Routledge.  ISBN: 978-0-8153-6079-7   About the book

Reigeluth, C.M. (in progress).  Elaboration Theory: Scope and sequence decisions for quality instruction.  A book manuscript close to completion that provides the latest information on Elaboration Theory.  

     Table of Contents  

     Chapter 1.  Introduction

     Chapter 2.  Basics of scope and sequence

     Chapter 3.  Some major sequencing strategies: Understanding the theories 

     Chapter 4.  Hierarchical sequencing: How to do it

     Chapter 5.  Procedural sequencing: How to do it

     Chapter 6.  Simplifying Conditions Method: How to do it

     Chapter 7.  Conceptuyal elaboration sequence: How to do it

     Chapter 8.  Theoretical elaboration sequence: How to do it

Annotation: This was my first publication.